Posts Tagged ‘teaching philosophy’
August 27 - My Philosophy of Teaching
By: Barbara Licklider in Articles, Philosophy of Teaching
I believe a good teacher, first, has a powerful faith in the future. Like the forester planting an oak seedling knowing he or she will never see the tree in all its glory, I know I may never see the fruits of my labors as teacher. My calling is to plant and nurture seeds that
August 13 - The Teaching-Learning Trinity
By: Steve J. Thien in Articles, Philosophy of Teaching
By Steve J. Thien, Kansas State University sjthien@ksu.edu I have found it significant to visualize teaching and learning not as a duality but as a trinity, a grouping of three processes linked as one. This linking seems to best validate the adage “It hasn’t been taught until it’s been learned.” First, learning to learn leads
August 4 - A Brief Statement of My Philosophy of Teaching
By: Michael Glaser in Articles, Philosophy of Teaching
I am committed to the liberal arts ideal that education should familiarize students with the intellectual, spiritual, artistic, and scientific traditions that women and men have turned to in order to better understand their lives and their world. I believe it is important to be curious about and alert to the interrelationships among the various
August 3 - Four Teaching Maxims That Endure
By: Maryellen Weimer, PhD in Articles, Philosophy of Teaching
As part of a special section in a recent issue of Teaching Psychology, Bill McKeachie, author of the best-known book on college teaching, the venerable Teaching Tips, first published in 1950 and now in its 11th edition, looks back to ascertain what’s changed and what has stayed the same. This retrospective appears in a section
June 12 - How to Handle Student Excuses
By: Maryellen Weimer, PhD in Effective Classroom Management
“Grandpa’s heart exploded, but he’s fine now,” one student reported the morning after missing a scheduled exam. “I caught dyslexia from another student last semester,” responded another when his teacher asked him about all the spelling mistakes in his paper. And then there was the pet rabbit that swallowed a needle on the day of the big group presentation. Excuses like these are so preposterous that they can’t help but make us laugh, but dealing with them is no laughing matter.
